Students doing just enough to pass the test, just enough to get credit for their homework and teachers doing just enough to get paid, just enough to move that student on to the next grade, just enough to look good for the administration, that is was the Game of School looks like. No drive, no enthusiasm, no participation and most importantly no real learning are all indicators of the Game of School. Sadly, this is what I have viewed in many of my daughter's classrooms over their years of public education. They were also part of classrooms that clearly could have made the list for the authors gallery. These classrooms were energetic, interactive, and by the end of most days a tad bit cluttered. The teachers listened to the students, they knew their students, they were invested in the success of their students. There was no mediocre work, there was no excuse for late or missing assignments, there was no credit given just for being there. The classrooms where "the Game was being played" made me sad and angry and they actually pushed me to volunteer even more. In these classrooms I could "be the change". I know it sounds corny but I was able to spark an interest in learning in these classrooms, perhaps just for the short time I was there or perhaps for the rest of the day. Seeing that spark is what brought me here today. I know "the Games" need to end. I know that what I am learning here will help me be a part of that end and I know that end will not come easily. There are many programs and policies being instituted to support a higher level of learning and an end to "the Game of School", but the Game is powerful and many of its players are set in their ways. The phrase "learned helplessness" comes to mind on the part of both the teachers and the students. Many in education can be heard grumbling, "why change, it hasn't worked before so what makes you think this is going to be any better?" The teachers stay with what they know and the students continue in their self-destructive paths. Yet, just the other day I heard a group of teachers thank a promising group of eighth students for helping them become better teachers, for helping them try new things and find new ways. These students demanded to own the content that was promised by the new curriculum and these teachers made that happen. They demanded creative and careful work, they collaborated with each other and with the families. They encouraged higher level thinking and problem solving. They focused on how to learn and why. They brought the students interests and questions into the curriculum. They celebrated success and expected nothing less than their personal best from each and every student. This group of teacher made it happen, they put "the Game of School" back in its box and closed the cover.